Writing in the

History Classroom

California History-Social Science Project

Document-Based
Question

Document -Based Questions (DBQs) provide opportunities for students to

think like a historian by interpreting primary and secondary
sources, evaluating sources, considering multiple
points of view, and using historical evidence to develop
and support a thesis.

A DBQ essay interprets and uses a variety

social science analysis skills, as well as content

of sources to answer a question or prompt.

knowledge. They focus on critical thinking skills

The task of a DBQ essay requires students to

and ask students to make comparisons, draw

write based on the facts presented within the

analogies, apply knowledge to the given data,

documents rather than what might be in the

and require students to utilize historical analysis.

history textbooks or prior knowledge. Using

DBQs require students to take positions on issues

sources to respond to a question or prompt

or problems and support their conclusions.

allows students to be fully engaged in the topic

They also prompt students to look at issues

and to do history. This process allows students

from multiple perspectives. A good DBQ essay

to think like historians by gathering facts from

demonstrates that the students can use the

the sources provided and by analyzing and

documents to answer the prompt by making

organizing them into a well-written DBQ essay

a claim with proper grouping of documents,

that responds to a prompt. Students are required

interpret, and analyze the documents. Then,

to think critically by interpreting and developing

students must be able to determine the point-

meaning and using the sources as evidence rather

of-view of each document. Finally, the student

than just restating a textbook s interpretation.

should be able to identify additional sources that

These essays support the development of history-

would help answer the question.

Strategies for teaching DBQ writing

This lesson uses a focus textbook passage, two primary source analysis graphic organizers (6Cs and the middle school version), and
an activity that helps determine point of view. Next you will find the rubric, prompt, and sample student work samples to show a
variety of finished products. At the end is an additional example of a DBQ prompt and sources based on globalization. Each strategy is
summarized with instructions in the first two pages of each section.

If wisdom, or some less grandiose notion such as heightened

awareness, is to be the end of our endeavors, we shall have to see
it not as something transmitted from the text to the student but
as something developed in the student by questioning the text.
- Robert Schules

6 Cs - Middle School and High School Versions

The Six Cs of Primary Source Analysis is a tool developed by the University of California, Irvine History Project that allows students
to gain the confidence and ability to analyze a single primary source through a step-by-step process.
Instructions:
Through the utilization of a template, teachers can teach students the analytical skills necessary to engage them in
a thoughtful analysis of a primary source. This strategy encourages students to slow down the process by which
information is received so that they can more easily analyze what they are seeing and thus, hopefully, to begin reading
images with a critical eye. We call this the Six Cs of Primary Source Analysis: Content, Citation, Context, Connection,
Communication, and Conclusion. Three versions of this template are included: the first is the original document that
provides a step-by-step process of primary source analysis, the second centers on the citation as an entry point to develop
analysis, and the third is a scaled-down version that can be used in middle school classrooms.
The Six Cs of Primary Source Analysis template begins with students identifying the content of the source, the first C.
By focusing on the content as the first step, students approach the source as objective observers. The second C is the
citation, which provides students with the background information to locate the source in its proper context, the third C.
The teacher often needs to provide students with the information necessary for them to complete these two portions of
the analysis. The fourth C is Connections, a place where students can brainstorm some ideas of how this source reminds
them of other things they have learned. The fifth C is communication and supports students to analyze the message of
the source as well as consider the bias or the authors point-of-view. After considering all of the Cs, students are able to
reach a conclusion about the primary source.

Determining Point of View- Reliability when analyzing a source (Long

Version)
These questions encourage students to interrogate the authors point of view in a given document.
Instructions:
In teaching and reading the work of history students, teachers recognized that while many understood that an authors
perspective could influence the authors opinions and observations, students often have difficulty distinguishing which
factors were most important to shaping that perspective. Occasionally, students wrote that because an author had a clear
perspective nothing they wrote could be trusted. The intention is to move students toward a more nuanced analysis of
primary sources so the sources can serve as an opportunity for students to develop historical thinking. In reading sources,
historians make very rapid assessments of what contextual elements are critical to understanding the authors perspective
and which are irrelevant or unimportant. This exercise for students breaks down the many factors a historian considers
often in a matter of minuteswhen first presented with a source. By slowing down this process, and asking students to
work through the questions that historians consider, we hope that students will internalize this process and eventually be
able to translate this not only to other historical sources, but to texts outside the classroom as well.
Because reading and interpreting primary sources is such a critical skill in early historical training, the exercise will aid
students in two ways: 1) understanding that all humans are shaped, to lesser and greater degrees, by their surroundings;
and 2) learning to select which information is most critical in understanding the authors viewpoint on a given topic. This
analysis will help students focus, so that they are better able to respond to the essential question guiding the lesson.

continued on the next page!

Determining Point of View- Reliability when analyzing a source (Long

Version) cont.
Students who are first learning to articulate what has colored or shaped a writers views (in some cases so severely that
the writers actually got their facts wrong) will believe that the presence of stereotypes, mistakes, or strong opinions
invalidates a source and makes it historically useless. They are looking for objectivity. In fact, historians often find such
sources fascinating and useful because a writers opinions and mistakes tell us a great deal about the intellectual, social,
and cultural world in which the writer lived. This exercise is a first step in helping students to understand that all primary
sources have perspective and that one of the critical tasks of the historian is to understand and contextualize a sources
perspective for others.
***This worksheet builds on The Six Cs of Primary Source Analysis, a tool developed by Nicole Gilbertson and David
Johnson at the University of California, Irvine History Project, to aid students in primary source analysis. For this
worksheet, we rely on four Cs: Citation, Context, Communication, and Conclusions.

Determining Point of View- Reliability when analyzing a source Short

Version)
These questions encourage students to interrogate the authors point of view in a given document.
Instructions:
1. Cut out each set of questions and distribute to each student or to a group. First, the teachers should model for students
the process of asking and then answering each of these questions using an image or text excerpt. Be specific in referencing
details from the source to answer the question. Then, have students practice and share out in whole group setting to
review and validate student samples.
2. Students can use this to dissect the point of view component within the 6 Cs and provide specifics according to the
writing rubric.

Rubrics & Student Work

Rubrics are a great way to effectively lay out the required expectations for good writing. Rubrics provide consistency in grading,
explicit expectations for students, opens the dialogue between teachers and students, and finally they lead to less time spent grading.
Instructions:
1. First, identify the rubric. Then, review by carefully explaining the different components with the students.

Explain the columns, rows and vocabulary. Provide examples of acceptable thesis statement and analysis

statements.

Thesis: There is continuity in how the Europeans maintained political authority over Latin America
over time, however over time the native people rebelled and called for greater political control of
themselves and their country.
Point of View: In several cases, the point of view regarding colonization in this area has been viewed
negatively, as natives are depicted continuously being under the tyrannical invasion of other
countries.
Analysis Statements: The documents show that there has been little change over time concerning
political authority because in each image the Europeans held the dominant position. For example, in
Document 1 the supervisor is the Monk and is strictly enforcing the womans work and in Document 2
the people are arming themselves with weapons and are fighting back.

2. Identify anchor samples. Select three samples that represent high, medium, and low.
3. Next instruct each students to read and assign the samples a score based on the rubric- one at a time.
4. Each person shares their score with the group.
5. The group leader records the scores on butcher paper, so readers see score discrepancies and similarities.
6. The group leader calls on the readers to explain their rationale for their scores starting with discrepancies.
7. Students may need to reread and regrade.
8. Decide on score that everyone is comfortable with.

Historical Background
Textbook Excerpt

In order to address the standards, students

will carefully read the Imperialism in
Latin America excerpt and analyze the
two accompanying sources to develop
historical background the imperialism
in the 1600s and the 1900s. The teacher
may use the HSI activity, 6Cs (middle
or high school version), and/or point of
view activities (long and short versions)
to support the analysis of the documents
and Document-Based Question writing.
After scaffolding has been completed,
students will review the rubric and outline

California State Content Standards

California Standard:
10.2.1 Compare the major ideas of philosophers and
their effects on the democratic revolutions in England,
the United States, France, and Latin America (e.g.,
John Locke, Charles-Louis Montesquieu, Jean Jacques
Rousseau, Simon Bolivar, Thomas Jefferson, James
Madison).
10.2.3 Understand the unique character of the American
Revolution, its spread to other parts of the world, and its
continuing significance to other nations.
10.4.2 Discuss the locations of the colonial rule such
nation as England, France, Germany, Italy, Japan, The
Netherlands, Russia, Spain, Portugal, and the United
States.
10.4.3 Explain imperialism from the perspective of the
colonizers and the colonized and the varied immediate
and long term responses by the people under colonial rule.
10.6.3 Understand the widespread disillusionment with
prewar institutions, authorities, and values that resulted in
a void that was later filled by totalitarians.
10.10 Students analyze instance of nation building in
the contemporary world in at least two of the following
regions or countries: the Middle East, Africa, Mexico and
other parts of Latin America, and China.

structure and complete a Document-Based

Question paragraph.
Imperialism in Latin America with primary sources
In the 1400s competition for trade and control over resources in Asia existed in Europe. Many explorers sailed in search
of an alternative trade route to Asia and its riches. Spains, Christopher Columbus never reached Asia, but instead
discovered an island in the Caribbean. This marked the beginning of Imperialism in the Atlantic World. Soon after, many
other explorers desired claims in the Americas. Spain sent over several explorers to make claims and expand their empire.
Its Hernando Cortes reached Mexico, and the explorers who followed him were known as conquistadors. By conquering
the Aztecs, Spain now had access to vast land filled with rich deposits of gold and silver. However, in obtaining these
riches, the native people were often treated cruelly and were considered the lowest in society. This conquest allowed the
Spanish to greatly enrich their empire, causing them to leave a mark on the cultures of North and South America that
exists today.
1.
2.
3.


What caused imperialism in Latin America?

What was Christopher Columbus responsible for?
Why was Mexico valuable?

After the Enlightenment and the successful American Revolution and French Revolution, ideas about who should control
government were introduced in Latin America. Ideas of liberty, equality, and democratic rule found their way across
the seas to colonies. At this time, Latin American society was divided into different groups: peninsulares were European
born and could hold high office in Spanish colonial government. Creoles were born in Latin American but had European
descent. The creoles could not hold high political positions, but they were able to hold high position in the Spanish
colonial army. Together, these groups controlled land, wealth and power in the Spanish colonies. At the bottom were
Indians and people of mixed blood, mestizos and mulattos, who held no power or wealth. With the help of creole Simon
Bolivar, Jose De San Martin, and Padre Miguel Hidalgo, much of Latin America won independence from Spain by the
1820s.
1.

What events caused political revolutions in Latin America?

2.

Which two groups were the highest in Latin American colonial society?

3.

Which two groups were at the bottom of society?

However, even after achieving independence, Latin America struggled to maintain political and economic stability. In
Mexico, democracy began in 1920s. After WWI and the Great Depression, America and Great Britain began to dominate
Latin Americas economy. Impoverished Indians and peasants caused many people to criticize capitalism and to feel the
interference from outsiders was a threat and return to imperialism. This period is called Neo-Imperialism. In order to
repair the poor relations and maintain markets for export and import with Latin America, the United States created the
Good Neighbor Policy, which allowed Mexican migration into the United States. Hollywood also adopted singing and
dancing sensation from Latin America, Carmen Miranda, to promote more positive images of Latin America.
1.

What was Neo-Imperialism?

2.

Why did the citizens of Latin America think it was occurring?

From 1934-1940, leaders tried to improve life for peasants and workers by passing labor laws and land reforms. The
Mexican oil industry became nationalized, and foreign oil companies were kicked out. After WWII, even though the
Mexican economy rapidly developed, Mexico continued to struggle with severe economic problems causing many
Mexicans to be unemployed and desperate for survival. The government owed huge foreign debts, which forced it to
spend money on interest payments. Many citizens called for economic and political change. Then, in the 1970s , huge new
oil and natural gas reserves were discovered in Mexico. The economy became dependent on oil and gas exports. In 1981,
world oil prices fell, cutting Mexicos oil and gas revenues in half. Mexico went into an economic decline.
1.

Describe Mexicos economic status in the 1930s-40s.

2.

Why was Mexicos economy suffering in the 1930s- 40s and how did the poor economy influence the people?

In 2000, Vicente Fox became president and had ambitious plans for Mexico. He advocated reforming the police, rooting
out political corruption, ending the rebellion in Chiapas, and opening up Mexicos economy to free-market forces. Fox
also argued that the United States should legalize the status of millions of illegal Mexican immigrant workers in the
United States. In the wake of the terrorist attacks of September 11, 2001, any such agreement appeared remote. However,
in 2002, citizens who lived abroad, a great many of whom lived in the United States voted. In the meantime, Mexicos
democracy continued to strengthen.
1.

Describe Foxs plan to improve Mexicos economy.

2.

What is the economic and political status of current Mexican citizens?



HSI

Evidence
Letter

Historical Scene
Investigation

Evidence List and Notes

Evidence Description
(write down what you see)

Name_____________________________

Facts Determined from the

Evidence

What does your evidence prove about the historical scene in question?
(Write down 6 things you can prove with your evidence.)
1.________________________________________________________________________Evidence___
2.________________________________________________________________________Evidence___
3.________________________________________________________________________Evidence___
4.________________________________________________________________________Evidence___
5.________________________________________________________________________Evidence___
6.________________________________________________________________________Evidence___


HSI

Historical Scene
Investigation

Hypotheis

Question about the

Historic Scene

Name_____________________________

Hypothesis

What crime(s) was committed?

Who committed the crimes?
(perpetrators)
Who were the victims in the
crime scene and why?
Where did the crime take place?
When did the crime happen?
(time/date?)
How was the crime committed?
Why- What were the motives or
reasons that these crimes were
committed?

Question about the

Historical Event

Hypothesis

What crime(s) was committed?

Who committed the crimes?
(perpetrators)
Who were the victims in the
crime scene and why?
Where did the crime take place?
When did the crime happen?
(time/date?)
How was the crime committed?
Why- What were the motives or
reasons that these crimes were
committed?
Why was the crime significant?
(i.e. What did the event lead to?
What were the consequences?)

THE 6 CS of PRIMARY SOURCE ANALYSIS

CONTENT
Main Idea

Author/Creator

Describe in detail what you see.

When was this created?

CONTEXT

CONNECTIONS

What is going on in the world, the country, the region,

or the locality when this was created?

Prior Knowledge

Link the primary source to other things that you already know
or have learned about.

COMMUNICATION

CONCLUSIONS

Point-of-view or bias

How does the primary source contribute to our

understanding of history?

Is this source reliable?

What questions do you have about this source?

What other sources might you need to gain a deeper understandings of
the topic?
10

CITATION

11

12

How does this express bias

or point of view?

COMMUNICATIONS

What is it talking about?

CONTENT

TYPE OF SOURCE:

ESSENTIALQUESTION:

How can we now asnswer

the essential question?

CONCLUSIONS

CONNECTIONS

How does this connect to what you

already know?

HISTORICAL SOURCE ANALYSIS

Primary Source Analysis of Perspective and Point-of-View

Citation:
Information on author
Name of author__________________________________________________________
Nationality or state affiliation_______________________________________________
Ethnicity_______________________________________________________________
Gender_________________________________________________________________
Social status and age _____________________________________________________
Profession and educational background_______________________________________
Religious affiliation and dominant intellectual beliefs_____________________________
______________________________________________________________________
Any other personal information that seems relevant to the narrative (such as sexual
orientation, health conditions, marital status, legal status, etc.)
______________________________________________________________________
Context:
Time of writing__________________________________________________________
Language of writing_______________________________________________________
Purpose of writing________________________________________________________
What other events are you aware of that occurred in the same time or same place (they
do not need to be directly relevant)__________________________________________
______________________________________________________________________
Communication:
Purpose and Content
Is the narrative written in first-person or third person?___________________________
What does this choice tell you?______________________________________________
What is the theme/main topic of the writing?___________________________________
______________________________________________________________________
What does the theme tell us about the authors interests, feelings, or views?__________
______________________________________________________________________
What is the authors thesis/argument?________________________________________
______________________________________________________________________
What kind of imagery and examples does the author use to support her/his thesis?____
______________________________________________________________________
Audience
Who is the intended audience?______________________________________________
In what geographic location and type of publication was the piece published? How widely
was it distributed?________________________________________________________
______________________________________________________________________
Do you know how the work was received (was it popular, unread, debated, etc.)?______
______________________________________________________________________
Why would the authors argument matter to her/his audience at this particular time?___
______________________________________________________________________

13

Conclusion:
Your teacher has chosen this primary source because she/he believes it will further
your understanding of a current topic you are studying in class. What are you currently
studying?
______________________________________________________________________

Which pieces of information above do you feel are most relevant to the topic you are
currently studying in class? Is that information new to you or does it further support
information you have already learned?________________________________________
______________________________________________________________________
Now, go back over this worksheet and star the pieces of information that you feel most
inform the authors views on the topic/theme of the piece. Please list them below and
provide evidence (quotations from the reading) that you believe illustrates how that
characteristic or experience has shaped or influenced the authors views.

Information

Evidence to Support

How does this source help you to answer the essential question your teacher has posed?
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________

14

Using Point of View & Reliability

with a source

A strategy to help students identify point of view and reliability when analyzing a source.

Point of View

Point of View

Who might the author be?

Why did the author create this
source?
Is the authors message positive or
negative? why?
What does the author want us (the
reader) to think or feel?
Does this appear to be a reliable
source?

Who might the author be?

Why did the author create this
source?
Is the authors message positive or
negative? why?
What does the author want us (the
reader) to think or feel?
Does this appear to be a reliable
source?

The authors point of view is

The authors point of view is

Point of View

Point of View

Who might the author be?

Why did the author create this
source?
Is the authors message positive or
negative? why?
What does the author want us (the
reader) to think or feel?
Does this appear to be a reliable
source?

Who might the author be?

Why did the author create this
source?
Is the authors message positive or
negative? why?
What does the author want us (the
reader) to think or feel?
Does this appear to be a reliable
source?

The authors point of view is

The authors point of view is

15

Most important: Be explicit about what you want

students to do in their writing task and link the prompt
to the task. Provide students with some background
information about the source and its context. For example,
the creator, the date it was created, and where it was
created are often useful components of prompts.

Questions to think about prior to creating

prompts for document based questions.
1. Where did you find the source?
2. What standard is addressed in this lesson?
3. What is the learning objective of the lesson? Why am I using the primary sourcehow does the source support content knowledge and skill acquisition?
4. Does the primary source allow my students to answer the essential question for the
unit of study?
5. Is the primary source representative of the period under study?
6. What portions of the primary source may present language difficulties for students?
How will you address these difficulties? (glossary, pre-reading vocabulary exercise,
group work, class discussion)
7. Possible ways to formulate a question:
Create a questions that asks students to describe the components or categories of
analysis of the primary source.
Formulate a question that will allow students to connect the source to previous
knowledge from a prior lesson or a question that links or clarifies a topic under study.
Ask students a question that allows them to analyze the source and explain why the
source is important for the topic under study.
(This may be a variation of the essential unit question)
Most important: Be explicit about what you want students to do in their essay!
* an additional example DBQ question is at the end of this section.

16

Rubric

Model Paragraph Writing

1) Topic Sentence- discuss the
category and how it connects to the
topic/thesis

2) Evidence- explains the main idea

and how it connects to the category
3) Analysis- explains why
evidence is important to the
category.
4) Evidence- explains the main idea
and how it connects to the category.
5) Analysis- explains why is it
important to the category.
6) Point of View- what is the author trying to express to the reader,
make the reader feel? Is it reliable?
Advanced
7) Additional Sources? How can
we understand the story better by
learning from additional sources?
What other documents do you want
to use?

15

Sample Grading The rubric can be used for a 15 point grading system or other
modification.

Paragraph Writing:
15 Points
15-14 Points A
13-12 Points B
11
Points C

Advanced
Advanced
Proficient

10-9 Points D
8- 0 Points F

Basic
Below Basic

17

Writing Prompt:
Using the sources, describe and analyze how political authority over the people in Latin
America has changed over time.

Document 1

18

Document 2

Student Samples
Sample 1: To begin, political authority in Latin
America has always resided among outside forces.
In most cases, natives were at the bottom of the political authority chain, as seen in various documents
(doc 1). Europeans were usually in charge and also
maltreated the natives into harsh labor (doc 1). As the
years went by, natives were still under the threat of
outside colonization but resistance from the natives
was now more present (doc 2). In several cases, the
point of view regarding colonization in this area has
been negative, as natives are depicted as continuously
being under the tyrannical invasion of outer countries. In analysis, the documents show that not much
has changed over time concerning political authority.
Sample 2: First, the Latin Americans were treated
cruelly and were considered the lowest in society.
(Doc 1). As shown in (Doc 1) the native is being mistreated by having her hair pulled. After a while the
Latin Americans eagerness for freedom began to
show when the natives began to rebel with weapons
(Doc 2). Through Document 1 Poma wanted to show
the mistreatment of the Latin Americans. Finally, political authority over the Latin Americans has changed
a bit over time.

19

Sample Three:
In the beginning it seemed that Latin America was completely politically controlled
by the Europeans. They had arrive to first gain new lands and natural resources this
change Latin America. This was a complete change for the natives shown in Doc 1
were a European is pulling the hair of a native. This shows that once they arrive they
quickly made themselves rulers of the land. Referring again to doc 1 where it show the
European standing above checking the natives as well as her carrying for her child.
The Europeans want the native to work but still assume the role of a woman. As time
went on little has seemed to change politically. After WWII they seemed to be politically controlled by America and Great Britain. Within these pictures the basic message
seems to be Latin America is always under someone. This seems to be reflected or both
of these photos and Latin America is still trying to change.

20

Writing Response One:

To begin, political authority in Latin
Topic Sentence

America has always resided among out-

Stronger writing wouldside forces. In most cases, natives were

Detail- weak
have mentioned ex-at the bottom of the political authority
amples from
the source onchain, as seen in various documents
harsh labor
like (pulling(doc 1). Europeans were usually in
Detail-weak
hair, carrying
a child andcharge and also maltreated the natives
working, tears,
etc) Strongerinto harsh labor (doc 1). As the years
Transition
writing would
have also men-went by, natives were still under the
tioned women
working usingthreat of outside colonization but resistextiles.

tance from the natives was now more

Again, use Detail-weak

details frompresent (doc 2). In several cases, the
the image like
the crowds ofpoint of view regarding colonization in
people and the
people usingthis area has been negative, as natives
guns against
the imperial-are depicted as continuously being
ists. point of view

under the tyrannical invasion of outer

countries. In analysis, the documents
Concluding sentence

show that not much has changed over

time concerning political authority.

3
11
21

Writing Response Two:

Need a topic
sentence that
addresses the
prompt.

First, the Latin Americans were treated

Detail- weak

cruelly and were considered the lowest

in society. (Doc 1). As shown in (Doc 1)
the native is being mistreated by hav-

The paragraph needs

more details,
however the
student did
use specific
examples from
the images.

Detail

ing her hair pulled. After a while the

Transition-Detail

Latin Americans eagerness for freedom

began to show when the natives began
to rebel with weapons (Doc 2). Through
Document 1 Poma wanted to show the
point of view

mistreatment of the Latin Americans.

Finally, political authority over the
Concluding sentence

Latin Americans has changed a bit over

time.

22

2
10

Writing Response Three:

In the beginning it seemed that Latin
Topic Sentence

America was completely politically controlled by the Europeans. They had arrive to first gain new lands and natural
Detail

resources this change Latin America.

This was a complete change for the naDetail

tives shown in Doc 1 were a European is

pulling the hair of a native. This shows

Students
needs tothat once they arrive they quickly made
explain betDetail-weak
ter how theythemselves
rulers of the land. Referring
made them
selves ruler ofagain to doc 1 where it show the Eurothe land by using the source.pean standing above checking the na-

tives as well as her carrying for her child.

LackingThe Europeans want the native to work
details from Detail
Document 2.but still assume the role of a woman. As

time went on little has seemed to change

Transition

politically. After WWII they seemed to

be politically controlled by America and
Concluding sentence
Great Britain.
Within these pictures the

X
X

point of view- analysis

basic message seems to be Latin America

is always under someone. This seems to
be reflected or both of these photos and
Latin America is still trying to change.

3
10
23

Additional Sample Prompt and

documents

Globalization Document Based Question

Question: Based on the following documents, analyze the effects of globalization on culture and
economics in the third world. What additional document (s) would you need to evaluate the extent of
positive and negative responses to globalization in the third world?

Historical Background: Globalization can be described in broad terms as a process that makes
something worldwide in its reach or operation. Currently, globalization is most often used in
reference to the spread of diffusion of economic or cultural influences. There are many arguments for
such as the promotion of world peace, raising the standard of living and creating jobs in emerging
countries. There are also arguments against globalization such as the benefits help developed nations,
jobs are taken away from developed countries and erodes local cultures.

Document 1

Document 3

A citizen of Kuwait lugs a television through

streets filled with European and U.S.
consumer products.
Smokestacks in Siberia releasing carbon
dioxide emissions into the atmosphere.
24

Document 2

Residents of Ho Chi Minh City,

Vietnam travel beneath advertisements for various international
companies.

Document 4

People celebrate in Tiananmen

Square after Beijing won the bid for
the 2008 Olympics games.

25